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About the Author
Analleli Hernández, director of Dual Language and Multilingual Education at CAL, leads professional learning, resource development, and program evaluation efforts supporting dual language programs nationwide.
A first-generation Chicana from inner-city Chicago, a simultaneous bilingual, and former classroom teacher and dual language coordinator, she has dedicated her career to honoring the linguistic practices and lived experiences of multilingual students. She holds an M.A. in Reading from Northeastern Illinois University, an M.A. in Instructional Leadership from the University of Illinois-Chicago and is pursuing her Ed.D. in Strategic Educational Leadership at National Louis University.
Bridging research and practice across bilingual and dual language education, her work spans from co-developing Spanish language frameworks to designing professional learning experiences that center the strengths of multilingual learners. Her publications further extend this work into the hands of educators across the field.
Expert Commentary
Dr. Teresa Satterfield
Dr. Teresa Satterfield is a Professor of Romance Linguistics at the University of Michigan, with appointments in the Department of Romance Languages & Literatures, Department of Linguistics, and a faculty affiliate of the Combined Program in Education and Psychology. Her research spans psycholinguistic and sociolinguistic frameworks, focusing on child bilingual language and literacy development, heritage language speaker identity, and language contact within the Afro-Latino diaspora.
A pioneer in linking computational modeling with syntactic theory and bilingualism, Satterfield has a strong publishing record and ongoing collaborations in developmental cognitive neuroscience. She serves on several editorial boards and as President of the Board of Directors of the journal Language Learning.
Satterfield founded and directs the En Nuestra Lengua Literacy and Culture Project, a Saturday Spanish-immersion program operating since 2010 that promotes Spanish literacy, STEM-Play in Spanish and addresses the academic achievement gap for Spanish-speaking children in Southeast Michigan. She is widely recognized for her social justice initiatives and community outreach.
About the Publisher
The Center for Applied Linguistics (CAL) is a nonprofit organization founded in 1959. Headquartered in Washington, DC, CAL has earned an international reputation for its contributions to the fields of bilingual and dual-language education, English as a second language, world languages education, language policy, assessment, immigrant and refugee integration, literacy, dialect studies, and the education of linguistically and culturally diverse adults and children. CAL’s mission is to promote language learning and cultural understanding by serving as a trusted resource for research, services, and policy analysis. Through its work, CAL seeks solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.
Contact CAL
Contact the Center for Applied Linguistics at communications@cal.org.
Suggested Citation
Hernandez, A. (2026). Languaging in Motion: Affirming and Extending Language Practices of Multilingual Learners. [CAL Research Brief]. Center for Applied Linguistics. https://www.cal.org/publications/languaging-in-motion-affirming-and-extending-language-practices-of-multilingual-learners/
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